LIFE, WORKS AND WRITINGS OF RIZAL wrote the following observations.

“The
town was in mourning with a flag at half
LESSON 1: Introduction to Jose Rizal mast at each house. I learned it was in
commemoration of the anniversary of the
Who is Jose Rizal? tragic killing of the eminent Doctor Jose
 Rizal is a unique example of a many- Rizal at the hands of the Spaniards in the
splendored genius who became the greatest execution ground of Bagumbayan (now
Hero of a nation. Luneta)..
 Endowed by God with versatile gifts, he truly
ranked with the world’s geniuses.  American Account.
 Rizal was a physician (ophthalmic surgeon).  - Mrs. Dauncey Compbell, she was an
 Rizal was a poet, dramatist, essayist, novelist, American Author who visited the
historian, architect, painter, sculptor, Philippines in December 31, 1904, she
educator, linguist, musician, naturalist, noted that her observations while she was
ethnologist, surveyor, engineer, farmer in Iloilo; she stated how the people in this
businessman, economist, geographer, place celebrated the death anniversary of
cartographer, bibliophile, philologist, Rizal.
grammarian, folklorist, philosopher, translator,  “I think you may be amused to hear about a
inventor, magician, humourist, satirist, Filipino Fiesta, which took place yesterday
polemicist, sportsman, traveller, and a prophet. called Rizal Day- the anniversary of the death
of the national hero, a Filipino by the name of
 Above and beyond all these, he was a hero and Doctor Jose Rizal”.
political martyr who consecrated his life for
the redemption of his oppressed people. Who choose Rizal to become a National Hero
 No wonder, he is now acclaimed as the national  He was chosen by the Taft Commission. The
hero of the Philippines. Taft Commission was given the responsibility
 Rizal was also a product of his time. Changes to do the Job.
and historical events all over the world,  This Commission was headed by William
particularly from the 19th to the early 20th Howard Taft.
centuries brought relevance and impact to the Members:
character of the person known in history as  Americans: W. Morgan Shuster, Bernard
the “First Malayan Hero”. Moses, dean Warcester and Henry Clay.
 Filipinos: Jose Luzuriaga, Gregorio Araneta
How was Rizal declared as a National Hero and Trinidad Pardo de Tavera
 Rizal declared as Philippine National Hero
under the Philippine Revolutionary Government Criteria: Of a National Hero
headed by Emilio Aguinaldo in Malolos, Bulacan  He must be a Filipino.
was the first to celebrate the death  He is already Dead.
anniversary of Dr. Jose Rizal on December 30,  He has Immeasurable Love for the country.
1898.  He has Low Temper (since the Filipinos are
 December 30, 1898 this is the day was marked emotional).
as the day for national mourning and solemn  He died in Dramatic Manner.
observance of the death anniversary of the  Rizal possesses all the criteria and then
Filipino National Hero. he become our National Hero.
 Who selected Rizal?
 Answer: Americans and Filipinos.

 Filipino Account.
 An officer of the revolutionary
government named Antonio Guevarra, who
was sent to Lucban, Quezon in 1898, to
accomplish a mission for the government
 Why Rizal became the greatest national hero?
 Rizal became the greatest Filipino because he
is a man of honored.
 Even after death he received public worship
because of his exceptional service to mankind.
 We can say that before his execution, Rizal
was already acclaimed by both Filipinos and
Foreigners as the foremost leader of his
people.
 Among the foreigners who recognized Rizal as
the leading Filipino of his time were Ferdinand
Blumentrit, Dr, Reinhold Rost and Vicente
Barantes.
 Prof. Blumentrit told Dr. Viola in May 1887
that Rizal was the greatest product of the
Philippines and that his coming to the world
was like the appearance of a Rare Comet, who
Rare Brilliance appears only other century.
The birth of our National Hero
 Dr. Jose Rizal was born on June 19, 1861 in
Calamba Laguna.
 He was baptized in the catholic church in
Calamba Laguna on June 22, 1861, by the
parish priest Father Rufino Collantes.
 Rizal God Father – was father Pedro Casanas,
a close friend of Rizal’s Family.
 His name “Jose” was chosen by his mother who
was a devotee of the Christian saint “San Jose”
or Saint Joseph.
 The Baptismal Certificate was signed and
witness by Leoncio Lopez
 The Governor- General of the Philippines at
that time Jose Rizal was born
 Lieutenant- General Jose Lemery – He was
the Governor- General of the Philippines at
the time Jose Rizal was born;
 He was also the former Senator of Spain
(member of the upper chamber of the
Spanish Cortes).
 He governed the Philippines from
February 2, 1861- July 7, 1862.
Family Background of Jose Rizal
Jose Rizal Parents
 Jose Rizal was the 7th of the 11th children of
Francisco Mercado Rizal and Teodora Alonso
Realonda.

Francisco Mercado Rizal (1818-1898)
 He was the father of Rizal.
 He was born on May 11, 1818 in Biñan, Laguna.
His Father studied Latin and Philosophy at the
College of San Jose Manila.
 Jose Rizal father died in Manila on January 5,
1898 at the aged of 79.
Doña Teodora (Teodora Alonso Realonda) (1827-
1911)
 She was the mother of Rizal. o She was born
on November 9, 1827 and was educated at the
College of Santa Rosa, a well- known College
for girls in the City.
 She knows Literature and speaks Spanish well
and a Mathematician.
 She died on August 16, 1911, at the aged of 84.
Children's
 God Blessed the marriage of Francisco
Mercado Rizal and Teodora Alonso Realonda
with Eleven (11) Children.
• Two (2) Boys.
• Nine (9) Girls.
These Children are as follows:
1. Saturnina Rizal – (1850- 1913); o Saturnina
Rizal Hidalgo
 Oldest of the Rizal Children, nickname
Neneng.
 She married to Manuel T. Hidalgo of
Tanawan, Batangas.
2. Paciano Rizal – (1851- 1930);
 Older brother and confidant of Jose Rizal.
 After Jose Rizal execution, Paciano joined
the Philippine Revolution and became a
combat general, after the Revolution.
 Then afterward, Paciano retired to his
farm in Los Baños Laguna, where Paciano
lived as a gentleman farmer. o Paciano
died on April 13, 1930 at the aged of 79.
 Paciano had two (2) children a boy and a
girl, with his mistress (Severina Decena).
3. Narcisa Rizal – (1852- 1939) Narcisa Rizal
Lopez
 Her nickname was Sisa and she married to
Antonio Lopez (Nephew of Father Leoncio
Lopez), a school teacher of Morong.
4. Olimpia Rizal – (1855- 1887)
 Olimpia Rizal Ubaldo
 Her nickname was Ypia. o she married
Silvestre Ubaldo, a telegraph operator
from Manila.
5. Lucia Rizal– (1857- 1919);
 Lucia Rizal Herbosa
 She married to Mariano Herbosa of
Calamba, who was a Nephew of Father
Casanas.
 Herbosa died of Cholera in 1889 and was
denied Christian burial and because he was
a brother- in- law of Dr. Jose Rizal.
6. Maria Rizal – (1859- 1945)
 Maria Rizal Cruz
 Biang was her nickname.
 She married to Daniel Faustino Cruz of
Biñan Laguna.
7. Jose Rizal – (1861- 1896)
 The greatest Filipino Hero and peerless
genius. o His nickname was “Pepe”.
 During his exile in Dapitan he lived with
Josephine Bracken, an Irish girl from
Hong Kong. Rizal had a son by her, but his
baby-boy died a few hours after his birth.
 But still Rizal named him “Francisco” after
his father’s name and buried him in
Dapitan.
8. Conception Rizal (1862- 1865)
 Her nickname was Concha o She died at
the aged of 3.
 Her death was Jose Rizal first sorrow in
life
9. Josefa Rizal (1865- 1945);
 Her nickname was Panggoy.
 She died at the aged of 80.
10. Trinidad Rizal (1868- 1951)
 Her nickname was Trining
 She died at the aged 83.
11. Soledad Rizal (1870-1929)
 Soledad Rizal Quintero
 The youngest.
 Her nickname was Choleng.
 She married to Pantaleon Quintero of
Calamba
 Rizal always called all her sisters as “Doña or
Señora” if married and “Señorita” if Single or
not yet married”.
 Example: Doña Ypia
 Señora Saturnina
 Rizal wrote a letter to Blumentritt, on June 23,
1888 while Rizal is in London. Rizal said that
“His Brother Paciano was the most Noble
Filipinos and though an “Indio”.
 Rizal describe “Indio” as more generous and
nobleman.
The Surname of Rizal
 The real surname of the Rizal family was
Mercado which was used in the year 1731 by
Domingo Lamco (the paternal great-
greatgrandfather of Dr. Jose Rizal), who was
a full-blooded Chinese.
 Rizal’s family acquired a second surname “Rizal”
which was given by a Spanish Alcalde Mayor
(Provincial Governor) of Laguna, who was a
family friend.
Rizal House
 The house of the Rizal family was one of the
distinguished stone houses in Calamba during
Spanish times.
 It was a two-storey building, rectangular in
shape, built of adobe stones and hard-woods,
and roofed with red tiles.
 Behind the house were the poultry yard full of
turkey’s and chickens and a big garden of
tropical fruit trees- like, atis, balimbing, chico,
macopa, papaya, santol, tampoy, etc.
A Good and Middle- Class Family
 The Rizal family belonged to the “Principalia”,
a town aristocracy in Spanish Philippines. It
was one of the distinguished families in
Calamba.
 They owned “carriage” which was a status
symbol of the “ilustrados” in Spanish
Philippines and a private library (the largest
library in Calamba) which consists of more
than 1,000 volumes.
Home Life of Rizal’s Family
 The Rizal family had a simple, contented, and
happy life.
 Don Francisco and Doña Teodora loved their
children very much, but they never spoiled
them.
 They were strict parents and they trained
their children to love God, to behave well, to
be obedient, and to respect people, especially
the old folks.
 Whenever their children, including Jose Rizal,
got mischief, they were given a sound spanking.
 The family believed in the maxim that “ Spare
the rod and spoil the Child”.
Rizal’s Childhood Years “The Town of Calamba”
 As a young boy, Rizal had a pleasant memories
of Calamba, the relief- giving breeze, the
trees bearing fruit, flowers and birds of all
sorts of nature allowed Rizal to enjoy, just like
other little boys he played with in Calamba,
Laguna.
 The Town’s name was derived from the local
names of a big native jar called Calambanga.
 The place was known in those days for the
beauty of its nature, and its people who were
hospitable, industrious, hardworking and
delightful folks.
 The town of Calamba was almost entirely
owned by the Dominican friars and majority of
the native folks were its tenants, just like
Jose Rizal’s father.
 This Scenic hometown represented an alluring
view in the consciousness of the young Jose
Rizal that created a permanent reflection in
his memory.
 Facing South of Calamba, is the legendary
Mount Makiling, with its splendid view that did
not escape Rizal’s eyes.
 Fishing- In the easy of the town is Laguna de
Bay, with pristine waters and abode of fish of
all sorts that captivated Jose Rizal as he cited
these in his reminiscences.
 Undoubtedly, the atmosphere of a quite
provincial town contributed significantly in his
intellectual formation.
Lesson 1 II. The Rizal Law
Why students are required to study the Life of
Rizal and his works
Answer:
 The Rizal was created as an Act of Congress
of the Republic of the Philippines through
R.A. No. 1425 on June 12, 1956.
 It was approved at the time of President
Ramon Magsaysay.
 The title of the said law, “An Act to include in
the curricula of all public and private schools,
colleges and universities courses on the life,
works, writings of Jose Rizal, particularly his
novels, the Noli Me Tangere and El
Filibusterismo, Authorizing the printing and
distribution thereof and for other purposes.
 In this Act, there is a need for a re-
dedication to the ideals of freedom and
nationalism for which heroes lived and died.
 The novels of Jose Rizal, Noli Me Tangere
and El Filibusterismo are a constant and
inspiring source of Patriotism.
 R.A. No. 1425, Section 1; Courses on the
life, works and writings of Jose Rizal,
particularly his novels Noli Me Tangere and El
Filibusterismo, shall be included in all curricula
of all Schools, Colleges and Universities, Public
or Private; Provided, that in the collegiate
courses, the original or unexpurgated editions
of the Noli Me Tangere and El Filibusterismo
or their English translation shall be used as a
basic texts.
 R.A. No. 1425, Section 2; It shall be
obligatory in all schools, colleges and
universities to keep in their libraries an
adequate number of copies of the original and
unexpurgated editions of the Noli Me Tangere
and El Filibusterismo, as well as of Rizal’s
other works and biography. Xxxx…
 R.A. No. 1425, Section 3; The board of
National Education shall cause the translation
of the Noli Me Tangere and El Filibusterismo,
as well as other writings of Jose Rizal into
English, Tagalog and the principal Philippine
dialects; cause them to be printed in cheap,
popular editions, and cause them to be
 distributed, free of charge, to persons
desiring to read them, through the Purok
Organizations and Barrio Councils throughout
the country.
 R.A. No. 1425, Section 6; This Act shall
take effect upon its approval.
 Approved: June 12, 1956
 House Bill No. 5561
 Senate Bill No. 438
 Published in the Official Gazette, Vol. 52,
No. 6, page 2971 in June 1956.
R.A. No. 1425
The purpose of the law is enunciated in its
preamble. The preamble consists in the paragraph
that begin with word “Whereas”.
1. The preamble explains that there is a need for
a rededication to the ideals of freedom and
nationalism for which our heroes lived and
died for.
2. Preamble identifies Rizal as one of those
heroes who have devoted their lives and
shaped the national character.
3. Preamble identifies Rizal’s novels the Noli Me
Tangere and El Filibusterismo as an inspiring
source of patriotism, which should be
inculcated in the minds of young people
especially in their formative years.
4. Preambles invokes the power of the state in
supervising all educational institutions, which
are required to teach its students moral
character, personal discipline, civic conscience
and the duties of citizenship.
The Story of Rizal Law
 In 1956 legislators seeing the need to promote
nationalism and patriotism among the Filipinos,
especially among the youth filled a bill.
 The original Rizal bill was filed by Senator
Claro M. Recto and it sponsored by Senator
Jose P. Laurel who was a Chairman of the
Committee. Since the purpose of the bill was
to promote patriotism and nationalism, the
senators saw no problem in legislating it in
congress. It is supposed to be non-
controversial considering its intention.
Senate Bill 438
 It is an Act to make Noli Me Tangere and El
Filibusterismo compulsory reading in all public
and private colleges and universities and for
other purpose.
 April 17, 1956, Senator Jose P. Laurel
was the chairman of the Committee.
 Section 1 of Senate Bill 438; Jose
Rizal’s Noli Me Tangere and El
Filibusterismo are hereby declared
compulsory reading matter in all public and
private schools, colleges and universities
in the Philippines.
 Section 3 of Senate Bill 438; The
Department of Education shall take steps
to promulgate rules and regulations for
the immediate implementation of the
provisions of this Act.
 Section 5 of Senate Bill 438; Any public
or private college or university found
violating, failing to comply with, or
circumventing the provisions of this Act
shall be punished accordingly.
Penalties
 The head of any public college or university
charged with implementing the provisions of
this Act, who shall have been found guilty of
violating, failing to comply with, or
circumventing the provisions thereof shall be
dismissed immediately from service and
disqualified from teaching in any public or
government recognized private school, college
or university.
 Government recognition of any private or
university found violating or circumventing the
provisions of this Act shall be immediately
withdrawn, and the responsible, head and
professor or professors concerned shall be
disqualified from teaching in any Government
recognized college or university.
 Oppositions of Rizal Bill
1. The church had powerful allies on opposing the
Rizal Bill,
2. Senator Francisco “Soc” Rodrigo, he said
that he would not allow his 17 year old son to
read Rizal novels and he also denounced the
Rizal Bill.
3. Congressman Miguel Cuenco, his speech
contained views, opinions and theories
attacking the dogmas, belief and practices of
the church. He said a passage in the Noli Me
Tangere, Rizal wrote “God cannot pardon a
crime simply because we confess it to the
priest (Noli, Sayo Ed. 1950, page 191). He
mentioned that the novels of Rizal disparage
devotion to the virgin Mary, the Saints, the
use of scapulars, saying of rosaries, novenas,
ejaculations and indulgenced prayers.
4. The catholic organizations such as the Accion
Catolico (Catholic Action), who were
composed of conservative Catholics, the
knights of Columbus, the congregation of the
mission and the catholic teachers' guild.
5. Priests and Nuns, many of whom were
foreigners attended hearings in congress.
Opponents of Rizal Bill
Father Jesus Cavanna;
 He said that Rizal’s novels painted a false
picture of the conditions of the country in the
19th century. He also mentioned that if the
Rizal Bill intended to promote patriotism and
nationalism, that novels for required reading
contained more anti-Church statements than
nationalistic statements.
Jesus Peredes;
 He said that the novels contained
objectionable material and the Catholics have
a right not to read them in order not to
endanger their faith.
Archbishop Rufino Santos
 He said in his pastoral letter a warning about
disaffection of the youth on the church if the
Rizal Bill was approved. Priests encouraged
their parishioners to write their congressmen
and senators to oppose the bill.
Supporter of Rizal Bill
Father Horacio de la Costa, S.J.;
 A Jesuit scholar and historian.
 He admitted that abuses did happen in the
Catholic Church and there were historical
mistakes committed by the Catholic Church.
 As an organization composed of men, mistakes
were bound to be committed.
 He said that Riza’s works only exposed abuses
within the Church, however that abuses were
committed by individual clergymen and should
not be treated as reflective of the entire
clergy.
Literature Its Uses and Affects
The Power of the “Written Word”
 Definition of Writing – is the activity or skill
of marking coherent words on paper and
composing text. -“Oxford Languages”.
 One of the most important developments in
the history of civilization is the invention of
writing.
 Writing allowed man to express his ideas
other than his speech or body language.
Writing froze the spoken word into a medium
such as stone, clay tablet, parchment or paper.
 Example the Story of Iliad and Odyssey.
(Epic Poem).
 The written word even has great religious
significance, as religious texts such as the
books of the Bible and the Qur’an were able
to reach the generations of the present.
 The word of God is treated with great
reverence and respect.
 Muslims re required to learn Arabic so they
can read the Qur’an in its original form.
Literature an its Purposes
 A body of writings is called literature.
 Literature is intended for a certain group of
people. It hinges on the word “litera” or letra
which means letter.
 There is oral literature which refers to
literature yet to be written.
 Oral traditions includes epic, genealogies,
parables, sayings and riddles are oral
 traditions passed down from generations to
generation by word of mouth. They were
written down to form the body of written
literature.
 The words of heroes who helped in the
foundation of nationhood fall into literature.
 Example: Rizal poem about “Love of
Language”; Kabataan ang Pag-asa ng
Bayan.
 Nowadays, with the coming of the computer
and electronic age, came a new type of
literature called e-literature. These is now
include texts in the cell phones and blogs in
the computers.
Purpose of Literature
1. To inform – it coveys to another person
knowledge about another person, a place, or an
event.
2. Expression – related to informing is to express.
Expression is one of the purpose of literature.
Example: Convey emotions or feelings.
3. As a guide – Literature guides people by telling
them what to do or expect. Literature that guides
saves the readers from inconvenience and helps
him save time.
4. To send a message – when writings was
invented it allowed man to send to people who were
not presently with him
 The written message transcends both distance
and time as it became possible to send letters
to the other side of the globe or to have
archival manuscripts researched and look into
their meaning.
5. Entertainment – literature can be used for
entertainment by serving as a diversion from the
common and routinely aspects of life. Creative
minds may relate fiction while others may draw
directly from past events or be influenced by past
events. Example: Poetry, short stories and novels.
6. To serve as record of the past – Literature
may contain stories about the past. This type of
literature falls into the realm of history. History
defined as documented record of man and his
society.
 History contains descriptions of what was life
in the past; how it affected the present and it
provides ideas on how to face the future.
Historical literature aside from telling us what
was life in the past (Antiquarian History), it
tells us how the lessons of the past can help
shape the future called historicism.
7. To convince – Literature can tell us what to do.
In order for literature to convince people, it must
tell them how it can affect them personally. The
art and science of convincing people falls into the
realm of propaganda. Political literature is full of
propaganda. Propaganda may include telling the
truth; magnifying the truth, twisting the truth or
even not telling the truth or outright lies.
8. To inspire – literature can help expand one’s
mind and fire up his imagination. It encourage one
to follow an example either to equal or exceed him
in terms of achievements. Literature that inspires
provides ideas that allow one to set his goals.
Literature may also create profound change in a
person by changing his perception of the world, his
surrounding and society. Such type of change is
called a catharsis. Catharsis is caused by a deep
and emotional experience learned from external
sources.
The connection of Literature to Nationalism
 The type of the written word can be used to
develop sense of nationalism. Nationalism is a
sentiment of a community of people having a
common identity, values and aspirations. Some
literature are based on myths and legends.
Some literature are drawn from actual
historical events. Literature helps generate
nationalism among the people when they
remember the great stories of their past.
 In the Philippines rediscovering the pre-
colonial past was the basis of the nationalism
of heroes like Rizal, Bonifacio and Aguinaldo.
On one of his writings, Rizal wrote, in order to
know the destiny of a nation, it is important to
open the book of the past.
 Rizal looked back into the Philippine history to
correct the biases created by the Spaniards
over the Filipinos. The Spaniards claimed that
 they brought civilization to our ancestors
whom they called savages. Rizal and his fellow
reformist countered that the Filipinos already
had civilizations before the coming of the
west. They utilized the books written by early
historians “Antonio de Morga” who wrote the
Sucesos de Las Islas Filipinas. They also
used the books of Dr. Feodor Jagor books
Travels in the Philippines and he described
how our ancestors lived.
 Rizal and his companions sought to restore the
great past when freedom reigned. He aspired
this freedom not only for the Filipinos but for
the entire Malay Race. Indios Bravos (I.B.)
called Redencion de los Malayos (RDLM) also
known as the Redemption of the Malay Race,
which aimed to redeem the dignity of the
Malay Race.
Philippine Literature and the Development of
Nationalism
 The introduction of printing during Spanish
period helped in creating the Filipino Identity.
The first book was the Doctrina Christiana
which was published by the Dominicans in 1591.
“Using woodblock letters”.
 It contained catechisms written in tagalog,
Spanish and Chinese and printed in baybayin or
the native script, in latin letters and in
Chinese.
 Religious literature became involved in the
development of Nationalism.
 The Spanish also introduced secular literature
which appealed to the natives. Example the
stories of “Bernardo Carpio”. The Katipuneros
borrowed the story of Bernardo Carpio. The
cave called Pamitan; the newly initiated
Katipuneros vowed to break the chains placed
on them by the Spanish colonizers
Rizal, His Companions and their use of
Literature to Foster Nationalism
 Rizal and his companions used literature to
foster a love for their country.
 Graciano Lopez Jaena and Marcelo H. Del Pilar
used essays denouncing Spanish misgovernance
and Malpractices. All of them attacked that
Del Pilar called Frailocracy- the rule of the
religious orders in the Philippines. Del Pilar
who wrote under the pen name Plaridel was
considered the most dangerous of the
laborantes- even more dangerous than Rizal.
 Rizal used poems, essays and the novels to
bring about a nationalist awakening among the
people. The novels were actually works of
fiction but had allusions to real persons and
places. The fictional characters of Noli Me
Tangere and characters who were inspired
from real people drive home the state of the
Philippines, as being oppressed by colonizers
and ironically natives of the Philippines were
the ones throwing away their identity and
replacing them with that of the colonizers.
 Rizal used existing literature in connection
with his novel. Rizal was exposing the ills of
the Philippines so that the people will awaken
from their slumber of colonial amnesia.

 Also, the Comedia had a nationalist effect on

the indios was the Florante at Laura by
Francisco Balagtas. The Florante at Laura
provided different messages depending on the
audiences.
 Literature produced during the 19th century
discussed the conditions of the Philippines.
 The Noli Me Tangere and El
Filibusterismo were written to stimulate a
social awakening of the Filipinos on their
colonial condition.
Lesson 2 II. Jose Rizal Early Demonstration of
Inborn Talents
 Jose Rizal at the age of 3 he was able to
master the alphabet.
 At the age of 8 he was able to write a poem
entitled “Sa aking Kabata or To My Fellow
Children”
 His second Poem was written at the age of 9.
It is entitled “My first Inspiration”(Mi
Primera Inspiracion). This poem was
dedicated to his mother.
 At the age of 5, Rizal revealed his God given
talent for art. He made sketches with his
pencil and to mold in clay and wax objects. His
sisters laughed at him in spending too much
time in making images. He told them: “All right
laugh at me now: Someday when I die,
people will make monuments and images of
me!”
 At the age of 3, he began to take part in the
family prayers. His mother, taught him
Catholic prayers. He was 5 when was able to
read the Bible. He took active part in the
church, tools part in novenas and religious
processions. He was fondly called “Manong
Jose”.
 Drama Writer- at the age of 8 he wrote his
first dramatic work which was a Tagalog
Comedy. The Gobernadorcillo from Paete,
Laguna saw the play and was delighted so he
bought it for 2 pesos to be stayed in their
town fiesta.
 Boy Magician- with his hands he showed
different tricks such as making a coin appear
or disappear in his fingers and making a
handkerchief vanish in the air.
Poems that Rizal dedicated to his Childhood
Memories
Memories of my Town
 In this poem, Rizal expressed his appreciation
and love for Calamba, his hometown and
birthplace.
 He wrote this poem in 1876, when he was 15
years old, while studying at the Ateneo de
Manila.
 Rizal wrote the piece in Spanish which he
titled “Un Recuerdo A Mi Pueblo”.
 He mentioned here the lagoons, flowers,
forests, rivers and freshness of the air in
Calamba.
My First Inspiration
 Dr. Leoncio Rizal, a nephew of Dr. Jose Rizal,
claimed that this piece was not Rizal’s
composition but by his nephew Antonio.
 Nonetheless, despite controversies on who
wrote the piece, this poem carries Rizal’s lines
and interests.
 In Spanish poem is called “Mi Primera
Insperacion”.
Maria Makiling
 This work was published in La Solidaridad on
December 31, 1890.
 In this essay, Rizal gave tribute to Maria
Makiling and presented her mythical and
helping presence in the mountain named after
her.
To my Childhood Companions
 This was written in Spanish as “A Mis
ComaÑeros De Nunes”.
 Through the guidance of his mother Jose Rizal,
who was 8 years old, wrote the poem.
 The striking line of the piece was Rizal’s
message for the Filipino youth to love and
cherish the language they inherited from their
ancestors
The following lines show the exact poem of Rizal
which gives important message to his childhood
companions;

Jose Rizal’s Childhood Memories
Rizal’s Memories of Home
 Surrounding the area of the Rizal family’s
ancestral house in Calamba, were a varieties of
fruit bearing trees, coffee and flowers.
 Birds of many species visited the house,
especially in the middle of the yard, where a
small nipa hut was built for him and his sisters
to play.
Rizal’s Diary
 There the delicious atis displayed its delicate
fruit and lowered its branches as if to save me
the trouble of reaching out for them.
 The sweet santol, the scented and yellow
tampuy, the pink makopa vied for my favor.
Farther away, the palm tree, the harsh but
flavorful casuy, the beautiful tamarind,
pleased the eye as much as they delighted the
palate.
 Here the papaya stretched out its broad
leaves and tempted the birds with enormous
fruit; there the lanca, the coffee, and the
orange trees perfumed the air with aroma of
their flowers.
 On this side the iba, the balimbing, the
pomegranate with its abundant foliage and its
lovely flowers, bewitched the senses; while
here and there raised elegant and majestic
tops and graceful branches, queens of the
forest. I should never end were I write the
number all our tress and amuse myself
identifying them.
 The yellow culiauan, the maya, of different
varieties the culae, the maria capra, the
martin, all the species of pipit, joined in a
pleasant concert and intoned in varied chorus
a hymn of farewell to the sun.
Rizal’s First Prayer
 Rizal came from a family of devoted Catholics,
who regularly attended Mass and prayed in the
church.
 His mother surrounded him with prayers and
short teachings of what the Catholic religion
was all about.
 Rizal grew up as a good and obedient Catholic.
 DoÑa Teodora taught Rizal many Catholic
Prayers while he was three (3) years old, and
when Rizal turned five (5), he started reading
the Spanish family Bible through in a difficult
way
Also, Rizal stated in his diary, DoÑa Teodora’s
patience in teaching him how to Pray:
After God the mother is everything to man,
She taught me how to stammer the humble prayers
That I addressed fervently to God, and now that a
young man,
Ah, where is that simplicity,
That innocence of my early days?
Jose Rizal’s Memories of Antipolo and Laguna
Lake
 As part of the Rizal family’s devotion as
Catholics, they often visit Antipolo for
pilgrimage to the Virgin Mary.
 On June 6, 1868, Don Francisco and the
young Rizal went on a pilgrimage to fulfil the
promise of DoÑa Teodora when Jose Rizal was
born.
 Don Francisco and Jose Rizal departed on a
barge and disembarked in Antipolo. The
father and son prayed at the shrine of the
Virgin of Antipolo.
 Later the two went to Manila to visit a family
member, Jose Rizal’s sister Saturnina who was
studying in La Concordia College.
Rizal recalls in his dairy:
I had never gone through the lake of laguna
consciously and the first time I did.
I spent the whole night near the catig,
admiring the grandeur of the liquid element, the
quietness of the night,
while at the same time a superstitious fear took
hold
Of me when I saw water snake twined itself on the
bamboo
 Canes of the outriggers.
With what joy I saw the sunrise; for the first
time I saw
how the luminous rays shown, producing a brilliant
effect on the
Raffled surface of the wide lake
The Death of Jose Rizal’s Sister
 Rizal was four (4) years old when he
experienced his first sorrow in the family. His
young sister Conception or Concha, whom he
used to play with most of the time, died in
1865.
 Rizal felt the utmost sadness, for the first
time in his life.
Rizal expressed in his diary:
When I was four years old;
I lost my little sister (Concha)
and
then for the first time I shed my tears caused by
love and grief,
for until then I had shed them only because of my
stubbornness
that my loving and
prudent mother so well knew how to correct.
After scolding me for drawing funny pictures on
its page,
she told me to listen and started to read aloud
herself.
I grew tired of listening to sounds that had no
meaning for me.
Instead I watched the cheerful little flame.
My mother noticing that I had lost, interest,
stopped reading
and told me that she be reading a very pretty
story that I must listen to.
On hearing the story;
I at once opened my eyes wide.
It promised something new and wonderful.
My mother began to read me the fable of the old
moth
and a young moth, translating it to Tagalog as she
went along.
My attention was caught from the very first
sentence: I started at the
lamp and the moths circling around it...

The story of the young moth and the flame

 DoÑa Teodora told Jose Rizal stories bearing
many lessons in life.
 Before young boy Rizal went to bed at night,
she would say these words, “I’m going to read
 As she put me to bed, my mother said: “See
you a very pretty story; be attentive”. Among
that you do not behave like the young moth.
the stories told by his mother, Jose Rizal’s
Don’t be disobedient, or you may get burned as
Favorite was the “Story of the Moth” that
it did. “I do not know whether I answered or
left a permanent mark in his life
not....
 The story revealed to me things until then
Rizal wrote in his Diary;
unknown. Moths no longer were, for me,
One night the whole family,
insignificant insects. Moths talked, they knew
except for my mother and myself, had gone to
how to warn. They advised just like my mother.
bead early;
The light seemed to me more beautiful. It had
I do not know why,
grown more dazzling and more attractive. I
but the two of us were left sitting by ourselves.
knew why moths circled the flame.
The candles had been put out inside the lamps with
the curved tin blower.
The room was dimly lit by a coconut oil lamp.
My mother was teaching me how to read the book
El Amigo de Los NiÑos.
That night my mother grew impatient listening to
me reading poorly.
Lessons;
 The story of the moth was reflective of
Rizal’s Life, and that of his mother as the old
moth and Rizal as the young moth.
 Rizal said in his diary: “I was listening: all my
attention, all my mind, and all my thoughts
were concentrated on the fate of that moth,
young, dead, full of illusions”.
 The mother of Rizal said otherwise, she told
the young boy after telling him a story “Don’t
imitate the young moth and don’t be
disobedient: you’ll get burned by it.
 Jose Rizal: Undoubtedly, was the young moth
burned because of his passion for ideas and
love of country
The Child Rizal and the Oppressed Filipino
People
 At a young age, Jose Rizal was already
exposed to the brutalities of Spanish
authorities in the Philippines, particularly the
Guardia Civil who were supposed to protect
the people from harm. Rizal wondered why
such abuses happened especially to the poor
Rizal related in his Diary
 Almost everyday, in our town, we saw the
Guardia Civil Lieutenant caning and injuring
unarmed and inoffensive villagers. The
villager’s only fault was that while at a
distance he had not taken off his hat and
made his bow. The alcalde treated the poor
villagers in the same way whenever he visited
us.
 We saw no restraint put upon brutality, Acts
of violence and other excesses that lay
committed daily.. I asked myself if, in the
lands which lay across the lake, the people
lived in this same way. I wonder if there they
tortured any countryman with hard and cruel
whips merely on suspicion. Did they there
(Spain) respect the Home? Or even yonder
also, in order to live in peace, would one have
to bribe tyrants.
Lesson 3 (I) Rizal and Nationalism: Creating an
Imagined Community
The definition of Nationalism and elements that
contribute to Nationalism
Definition of Nationalism
 Is a statement in which a person manifests his
pride in being part of a nation.
 A person who exhibits nationalism shows his
loyalty to the nation for which he is willing to
serve its interest.
Definition of Nation
 Refers to the people identified as occupying a
certain place of territory.
 These people developed an attachment to the
territory or the land that sustained them.
 That land provided their livelihood and they
have lived on that land for generations.
Elements of Nationalism
1. A common geographical space, one that is
defined and occupied by that group of people;
2. A common but unique culture which was
developed about by a prolonged period of
interaction;
3. A common experience, which created a bond
within that people;
4. A common cause or aspiration that transcends
personal and individual goals.
Nation, An imagined Community
 According to Benedict Anderson; A nation is
an imagined community because it created
delineations and artificial boundaries.
Boundaries are those created by human action.
 Nationalities are created because of different
cultural and social developments.
 According to Anderson; People constitute a
Nation and part as an imagined community, and
they have become separate communities it
because of elements that create nationalism.
 Cultures also transcend boundaries.
 The effect of nationalism is very strong
because of cultural and historical forces that
people of a country are willing to defend and
 die for the land to which they have sworn
allegiance
Models for Nationalism
The French, English, Russian and Spanish
Models
 The formation of the nations of Spain, France
and England took place in Middle Ages.
 The three (3) countries were former part of
old Roman Empire.
 The mixtures in each country created a
character that is unique.
 There is a quality of being French among the
people of France and Englishness.
 The peoples of both countries (French and
English) rallied themselves around a monarch
to whom they pledged their loyalty.
 The unique ethnicity created a cultural
equality for each people. This included the
evolution and development of language and
their way of life.
 Ethnicity was a key to nationalism in both
countries (French and English), including
religion
 The English adopted Christianity.
 The French and English models in the
formation of nationalism also apply to Russia,
which developed an ethnicity quality of being
Russian. They also develop common language
like the Russ. By religion Russians were
followers of Greek Orthodox Christianity.
 In case of Spain Models; the country was
inhabited by various Visigothic tribes until the
Muslim invasions in the 8th century.
 The 800 years of Islamic domination
contributed Islamic elements on the Spanish
influencing the language, architecture and
other aspects of culture even the cuisine.
 The language was based on the one spoken in
that kingdom. To have a Spanish
characteristics a Spaniard is expected to
speak Spanish, be a catholic and exhibit some
though subdued islamic influence.
The American Model
 During 17th century, various English settlers
came to North America. Primarily the English
came to colonize the newly found continent
and to expand the empire.
 As the colonist settled down, they created
their own cultures that was different and
unique to their original English roots. Even the
language spoken by the colonists in America
was different from the one spoken in England.
 Though considering themselves as loyal
Englishmen the colonists developed an
attachment to the land that they have called
their own, built their homes, and raised their
families.
 They had to rely on their own resources in
protecting themselves against their enemies.
In spite of the distance, the colonists
considered themselves as Englishmen and
England as their mother country
 Later on, colonist realized that they were no
longer colonists or Englishmen but as
Americans. They began to entertain ideas of
becoming an independent nation of their own
that would become the new country of the
United States of America.
 The American colonists united behind a pro-
independence movement led by George
Washington.
 A Continental Congress was formed and a
declaration of Independence proclaiming the
aspirations of the American people to be free
and independent was signed by
representatives from the colonies on July 4,
1776.
The Latin America Models
 Modern nationalism in Latin America was
started by descendants of Spanish immigrants
to South America.
 To keep the people obedient to authority, the
Spanish implemented a union of Church and
Crown governance.
 Archbishop in the colony was the supreme
authority in the Church and wielded political
influence.
 The Governor General was the supreme
secular authority and he represented the
Spanish monarch.
 In the late 18th century and the 19th
century, ideas of the Enlightenment
movement began to filter into colonies.
Learned individuals from the criollo class
began to question the authority of the church
and crown over their political, economic and
cultural life.
 The ideas of the French Revolution of
freedom, equality and fraternity would lead to
revolutions in South America eventually
filtered into South America. Despite new
ideas entering South American society, the
colonists especially from Criollo class remained
loyal to Spain.
 In the Americas, criollos in Mexico who did
not wish to follow the Cortes declared their
independence from Spain. The war for
independence lasted until 1825.
 The case of Haiti was a very good example of
how nationalism brought about change. Haiti
was colonized by the French and their desire
to have cheap source of Sugar the French
imported slaves from Africa. Years of
oppression and filtering in of ideas from the
French Revolution emboldened the Hatians to
revolt against their French masters.
 In 1803 after suffering from a combination of
combat with rebels and bouts of yellow fever,
the French withdrew and Haiti became an
independent country.
The Italian Model
 Italy was the seat of the Roman Empire and
the birthplace of the Renaissance.
 In 1800 it was divided into Papal States and
the states of Sicily and Sardinia and the
Grand Duchy of Tuscany. Parts of it were
under foreign domination such as Venice being
occupied by Austria.
 Italian nationalist led by Giuseppe Garibaldi,
Giuseppe Mazzini and Camillo de Cavour drove
out the Austrians and pushed the Pope to what
is now Vatican City.
 The Italians set aside their regional
differences and were united in the forming of
a new nation
Nationalism as a Way of Change
 Nationalism it can be a caused or a response to
a need for change.
 Nationalism changed regimes and toppled
dictatorship.
 The Philippines in 1986 and the fall communism
from the old Iron curtain in Europe in 1989 to
the demise of the Soviet Union in 1991 are the
very good examples.
 For colonized people their awakening about
their oppressed state led to nationalism. This
nationalism led to revolutionary movements,
which eventually overthrew foreign colonizers.
Nationalism in the Philippine Context
 In the Philippines, nationalism is associated
with the word bayanihan. The etymological
root term is the Bayan. Bayan in common
usage means Bayan it also means a community
and to an extension it may mean a country.
 Bayanihan or Nationalism connotes a sense of
community.
Example: Damayan
 Filipinos were always looking for better and
less oppressive conditions and in moving the
house to new location, it was expected that
the house owner and family will live a better,
more comfortable and contented lives. The
state of contentment is called Kaginhawaan.
Bayan, Bansa and Kalayaan and the Goal of
Filipino Nationalism
 Bayan is a communal perspective will turn to
Bansa.
 Bansa means the Nation and it also means the
State
 Definition of nation refers to the people
identified as occupying a certain piece of
territory.
 Definition of State refers to a community of
person more or less numerous occupying a
definite portion of a terror having a
government of their own to which of great
body of inhabitants render obedience and
enjoying freedom from external control.
 Bayanihan or Nationalism is not just about
feeling of pride and attachment to the
country. It must have purpose.
Example: Kaginhawaan or the State of
contentment, Freedom is the objective of
nationalism and it is integral to kaginhawaan.
 Before 1869, the year of the execution of
Father Mariano Gomes, Jacinto Zamora and
Jose Burgos, the word Kalayaan did not exist
in the dictionary of the Philippine terms.
 The root word of Kalayaan is the word “laya”
which means to separate like the leaves that
fall off a tree branch is called laya. Other
familiar words are “layag”- which means sail.
If one put a prefix “mag- layag” means to sail
away from the familiar shores to chart their
own way. Another word related to “layag” is
the word “layas or to go away”.
Nationalism and Patriotism
 The higher and more intense than nationalism
is patriotism.
 Patriotism the root word comes from Patria-
which comes from Patri or Father.
 In patriotism, the person no longer manifest
his love or attachment to his nation or country
but is willing to actively fight and struggle for
its interests.
 Patriots are willing to sacrifice even their very
lives and fortunes for the country. It leads to
heroism where the patriot is recognized for
his efforts.
 Filipinos consider the Philippines as
motherland or Inang Bayan
 The outbreak of the Philippine Revolution,
Katipuneros held recruitment rites in a cave in
Montalban. The cave has a symbolic
importance; it was the womb of Inang Bayan.
During the initiation rites, they dedicate
themselves to break the chains that bound
their mother to the colonizer.
 As they emerge from the cave, they believe
that they have been reborn and with the new
mission to liberate their motherland from the
oppressive colonizers.
 As they prepare to take up arms to fight for
the freedom of the motherland, Nationalism is
now transformed into patriotism.
 Patriotism is the willingness to suffer for the
nation including to the point of losing one’s life.
 Nationalism and Patriotism can be beneficial
when it helps a nation to uplift itself in the
face of insurmountable odds.
 Both, make the people proud of their country
and the country can count on nationalistic and
patriotic people to guide it to its rightful
destiny- as a happy and progressive state.
Rizal and How his Works Helped Develop
Nationalism
 In his desire to develop and instill a sense of
nation in the minds of the people of his time
Rizal looked back to the past through the
history of the Philippines.
 In his essay; Jose Rizal wrote: “The
Philippines A Century Hence”. He begin
with a line in order to know the destiny of
a Nation (Philippines), it is important to
open the book of its past.
 How did Rizal become a nationalist?
 When he was studying at the Ateneo de
Manila, he studied under the sculptor
“Teodoro Rumualdo de Jesus, known as
“Lolong” de Jesus impressed on the young
Rizal the need to preserve the heritage of
the ancestors of the Filipinos. He taught
Rizal about the greatness of the Filipino
culture before the arrival of the
Spaniards.
 The character in the novel Noli Me Tangere
Filosofo Tasio was inspired by his mentor
Teodoro Romualdo de Jesus who in 1888 found
a group called Katipunan. Its objective was to
tell the Filipinos about their glorious past and
the need to go back to their roots.
 De Jesus’ Katipuan antedated the
Kataastaasang Kagalanggalangan Katipunan
ng mga Anak ng bayan (KKK) founded by
Teodoro Plata, Deodato Arellano and Andres
Bonifacio in July 7, 1892.
 Using History Books and scientific research
conducted by foreign scientists like Feodor
Jagor and even his contemporaries like
Trinidad Pardo de Tavera, Rizal countered
the colonial propaganda by stating that the
Filipinos had a rich culture before the coming
of the western colonizers.
 The Spanish colonizers considered the
Filipinos as lazy people, indolent and
scandalous. Rizal counter these assertions by
stating that colonial practices and false
beliefs made them like that, and instead of
accepting that the Filipinos were indolent, it
 was the Spaniards who were Indolent as they
had to be attended to by servants and there
were servants who were there just to remove
their shoes.
 As to poverty of the natives, Jose Rizal said
that it was the colonizers who were poor. They
came to islands to enrich themselves and to
gain riches by taking the gold and other riches.
 Colonizers came to the Philippines to seek
their fortune.
 Rizal used historical information to counter
Spanish propaganda that Filipinos were
backward, poor and inferior. Rizal scored that
the colonizers who first came offering
friendship and better treatment but in reality,
they led the natives into bondage and penury.
 Rizal inspired statements that were meant to
evoke nationalism among the natives. Novels
like Noli Me Tangere and El Filibusterismo
magnify the abuses committed by a few
Spaniards and made them appear as
widespread.
 As a propagandist, Jose Rizal depicted the
wholesale oppression of the Indios as a people
and was meant to create a cathartic change
among the readers.
Lesson 3 (II) The World in Jose Rizal’s Time
American Historical Events in Jose Rizal’s Time
Slave Emancipation of United States of America
 Composition of American Congress;
1. Confederates
2. Union
➢1850 –1861
 They lost balance over the issue of the
African black slaves in American Soil.
➢Economic Consideration;
 The Americans who belonged to the
confederates insisted that slaves should
remains as slaves in the United States.
 While, Americans who were with the Union,
considered it a moral issue against God and
human kind.
 It because of this issues, American congress
insisted on removing slavery in the country.
➢April 1861, two months before the birth of
Rizal.
 The second American Revolution broke out
between the Union and Confederates that
lasted until 1865.
 The Union, led by Abraham Lincoln defeated
the confederates.
 The victory of Lincoln resulted to historical
events in America.
 In, Sept. 22, 1863 –President Lincoln issued
the Negro Emancipation, declaring the
freedom of slaves and abolished slavery in
the United States.
 Years after the war, the Black Americans
were considered citizen of the United States
and given voted rights to black men
Mexico
➢June 1, 1861 French started its imperialistic act
upon invading Mexico.
➢Benito Juarez a full blooded Zapotec Indian who
was the elected President of Mexico tried his best
to resist the French invaders.
 He cannot secure help from Pres. Lincoln to
the raging American Civil War.
 After the American Civil War, Benito Juarez
with the U.S support defeated Maximillian’s
French forces in the Battle.
Laws passed by Benito Juarez who is the
Minister of Justice and President of Mexico.
1.Separation of Church and State. means the
catholic church has no right to intervene in any
governmental transaction or policies.
2.Ended the Church ownership of lands. the
catholic church lost its rights to own tracts of
land such as the Hacienda.
3.Declared the right of freedom of speech, press
and assembly in the country.
Canada
➢July 1, 1867 6 years after the birth of Rizal,
Canada gained its Independence from Great
Britain.
 Through approval of British Parliament.
➢John A. McDonald the one who super headed
the confederation leading to its independence.
 Became the new nation’s first leader.
 Considered as the father of Confederation in
Canada
 Historical Events in Europe During Jose Rizal’s
Time
Italy
➢In Italy, Count Camillo de Cavour the Prime
Minister of the Kingdom of Sardinia, under the
reign of King Victor Immanuel II.
 He work for unification of Italy.
 Using skillful allegiance in the European
balance of power.
 Cavour made alliance with France and Great
Britain.
➢In 1859;
 with the aid from the French, Cavour
defeated the Austrians and acquired
Lombardy.
 later, three small kingdoms and one regions
from Papal State joined Sardinia.
 Giuseppe Garibaldi, commander of the “red
shirts” manifested his bravery, patriotism and
love of liberty.
 In 1860 a thousands red shirt troops, crossed
Genoa and removed the Bourbon King in Sicily
and Naples, and the two newly liberated
kingdoms move to Sardinia.
 In March 1861 four (4) months before the
birth of Rizal, Victor Immanuel II was
proclaimed King of Italy due to the unification
efforts of Cavour and Garibaldi.
Germany
➢In 1862, a year after the birth of Rizal.
 Otto Von Bismarck became Prussia’s Prime
Minister.
 Bismarck, strongly moved for the domination
of Prussia and organized the unification of
Germany under King William I.
 Bismarck, led the Prussian Army and defeated
the Austrians in the “Seven Week War”.
 Bismarck, “called” for the North German
Confederation and established its constitution.
➢July of 1870 German fought France in war was
known in History as the Franco Prussian War.
➢January 1871 Germans from the North and
South of the country unified themselves and
defeated the French.
 Because of the German victory on January 18,
1871. William I was crowned as an Emperor in
Germany.
England
➢England emerged as the world’s imperialist power.
➢It acquired the island of Hong Kong and Forced
the helpless Manchu Dynasty to aide Kowloon
Peninsula.
➢After winning the three (3) Anglo Burmese Wars
in 1824 1885 and it also conquered Burma.
 The empire subsequently took Ceylon (Sri
Lanka), Maldives, Aden, Malaya, Singapore,
Egypt, Australia and New Zealand.
➢England also implemented the following
reforms that become known to RIZAL when he
stayed in the country in 1888 1889.
1. The Reform Bill of 1867 that gave the right to
vote for working class men.
2. The Ballot Act of 1872 which provided for the
secret ballot for the working class.
3. The education Act of 1870 - 1891 which
provided for free education and required
attendance of British students.
4. In 1871, the restrictions on trade unions were
removed, allowing workers to organize, picket and
strikes.
France
➢In France;
 In the year 1852, the citizens approved the
rise in power of Emperor Napoleon III.
 The era in France became known as the
Second French Empire which conquered major
countries in Europe and American continents,
however, the empire was later defeated by
Germany in 1871
Russia
➢Czarist Russia conquered countries eastward of
Asia like Siberia, Kamchatka, Kuriles and Alaska
(which was later sold to the US for $7,200,000).
 The empire conquered also the Muslim
Khanates of Bokhara, Khiva and Kokand in
Central Asia.
 February 19, 1861, four (4) months before
Rizal’s birth, the new Czar of Russia named
Alexander II, decided to follow the economic
and social model of western countries in
Europe.
 He proclaimed the emancipation of millions of
Russian serfs, provided new industries for
workers, opened more schools, organized local
councils and reformed the army.
Historical Events In Asia
India
 The Mogul empire in India ended four (4)
years before the birth of Rizal.
 The Sepoys (British trained native Indian
soldiers) staged a mutiny and killed their
British commanders and some British citizens
living in India.
 The Sepoys mutineers proceeded to Delhi and
offered their services to the Mogul Emperor
to established its influenced and power in
India, which was controlled by England and
France.
 The British Empire became furious and made
swift action against the Sepoys and the Mogul
Empire. Aided by loyal Indian troops, the
British Army succeeded in putting down the
rebellion and defeated the Mogul Emperor
Bahador Shah II, he was stripped of his power
to rule India and was imprisoned by the
British.
 The empire established by the Great Akbar,
three (3) centuries to the time of the Sepoy
rebellion, was extinguished.
 The Mogul empire was integrated in the
British controlled territories and later died in
the history of India.
China
➢In China;
 The Manchu Dynasty was faced with internal
strife and external problems.
 One of its major internal problems was the Tai
Ping rebellion in 1852 – 1864.
 In 1856 –due to the misunderstanding
regarding the terms in the China’s treaty with
England and France, the two western powers
declared war against China
 The Anglo-French forces defeated China and
captured Peking in 1860, because of China’s
defeat, the Manchu rulers ceded to the
following concessions;
1. China paid heavy indemnity to England and
France and ceded Kowloon to France, the Peninsula
found opposite of Hong Kong; and
2. Russia also took advantage of China and claimed
its share by taking portions of large area of
Manchuria lying in the East of the Ussuri River.
 After its external problems with the French
and the British, the Manchu rulers of China,
hired Fredrick Townsend Ward, an American
mercenary who offered his services to defeat
the Tai Ping rebellion in exchange for huge
amount of payment.
➢Townsend Ward, together with his army of
American men, trained Chinese and some Filipinos
from the community in Shanghai to use American
arms to fight the Tai Ping rebels.
➢In 1864, while Rizal was a small boy in Calamba
Laguna, Townsendward achieved his goal and
crushed the rebellion.
Japan
 In 1853 –an American Naval Squadron led by
Commodore Matthew Perry entered the Bay
of Tokyo without permission and forced the
Tokugawa Shogun to open two ports for
American ships and merchants. Japan also
signed other treaties with Great Britain,
France, Russia and Holland.
 On January of 1868 – Seven years after the
Birth of Rizal. Emperor Mutsuhito declared
the restoration of absolute authority of the
Emperor in all of Japan. This was known in
Japanese history as Meiji Restoration.
With this change, the following steps were taken
by the Japanese Emperor;
1.The government hired European experts as
consultations to modernize Japanese industry.
2.Japanese Scholars were sent to different
western countries to study western forms of
government, military science and western
education system.
3.Foreign educators were hired to teach Japanese
students western technology, arts and sciences.
4.Industrial policies were adopted from western forced to sign a treaty that deprived him of power
countries. in all of Vietnam.

 There was then the restoration of the Meiji in
Japanese political and social life, and the
acceptance of western influences.
 In 1880 –while Rizal was actively involved in
the propaganda movement, Japan proclaimed
its constitution with a Bicameral Legislature.
 It also declared the Emperor as the Supreme
Commander of the Japanese military force and
held the sole authority to declare war and
peace against other nations.
South East Asia
 South East Asia, during the time of Rizal, was
in the same situation with China and India.
They were constantly threatened and
controlled by imperialism of Europe
particularly in France and England.
Burma (Myanmar)
 In Burma, the British colonizers exerted their
power by using superior weaponry in occupying
portions of the old Empire.
 They conquered Rangoon by 1886, while Rizal
was in Europe, the British colonizers
extinguished the dynasty that was established
by Alaungpayain 1753.
French Indo- China
 In 1858-1863; France with the help of
Filipino troops under Spanish officers
conquered Vietnam, Cambodia and Laos and
named it, French Indo China.
 Burma was struggling against the British in
1857, the execution of the Spanish Dominican
Bishop in Tongking paved the way for an
excuse of the French to attack and occupy
Southern Vietnam.
3.The French divided Vietnam into three parts,
namely: Tongking(North Vietnam), Anam(Central
Vietnam) and Cochin China (South Vietnam).
Thailand
➢Thailand is known as the “Land of the Free”.
➢In 1851 –it was there when Rama IV (Mongkut), a
Buddhist Monk, ascended to the throne.
 He encouraged the entrance of western
influences, signed treaties of friendship and
traded with western powers to avoid conflict
➢The following moves of the king and his
successor proved crucial for the survival of the
Kingdom;
1.The king hired a British teacher to teach
western education to his children and allowed
British, French and Germans to establish business
in the country without harm and danger.
2.Rama IV in 1868, seven years after the birth
of Rizal, employed foreign consultants and sent
Thai students to western countries.
Indonesia
➢The Dutch in 17th century colonized Indonesia
which they then integrated to the Netherlands
East Indies.

 In 1858, French troops aided by more than a

thousand Filipino soldiers, sent by the Spanish
Government from the Philippines attacked and
occupied Vietnam, Cambodia and Laos that led
to the following events;
1.In 1867 –six years after the birth of Rizal,
Saigon and the rest of South Vietnam was
occupied by the French.

2.In 1883, while Rizal was in Europe, the entire

Northern Vietnam was captured and the king was